Student assessment literacy: indicators and domains from the literature

Hannigan, C.; Alonzo, Dennis; Oo, Cherry Zin

doi:10.1080/0969594x.2022.2121911

Cited by 5 publications

(4 citation statements)

References 107 publications

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“…Thirdly, the effectiveness of using social media for assessment purposes depends largely on students’ effective engagement in assessment ( Miller and Olthouse, 2013 ; Annamalai and Jaganathan, 2017 ). This means that students should have a certain level of assessment knowledge and skills, known as assessment literacy ( Hannigan et al, 2022 ), to understand the purpose and aim of assessment, and the processes required to optimize the impact of their engagement in assessment on their learning. In our findings, students’ ability to engage in peer assessment is limited by their insufficient feedback literacy.…”

Section: Discussionmentioning

confidence: 99%

“…The design, implementation, and participation of students in the assessment process are critical for its effectiveness. There is a growing consensus in education that teaching, learning and assessing should aim to foster and develop students to actively engage, participate, contribute to, reflect on and evaluate their learning approaches and outcomes ( Hannigan et al, 2022 ). Moreover, the social interactions and the dialogic nature of assessment ( Ruiz-Primo, 2011 ), particularly eliciting and giving feedback, as conceptualized from a Vygotskian perspective, calls for student agency in the learning space and the necessity of knowledge exchange, regardless of the type of assessment in use.…”

Section: Literature Reviewmentioning

confidence: 99%

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Using social media for assessment purposes: Practices and future directions

Alonzo

Wijarwadi

et al. 2023

Front. Psychol.

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The use of social media across the world is rapidly increasing, and schools are advancing its use for learning, teaching, and assessment activities. Despite growing evidence for their accessibility and affordances for educational purposes, very little attention has been paid to their use in assessment. Using the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA), this paper is an initial step to explore how social media have been used and reported in the literature, and describe some key challenges. A total of 167 articles were initially accessed from three databases, but only 17 were relevant after applying the exclusion criteria. Results show that the most dominant social media used in assessment are Facebook and Twitter. Also, the assessment practices are limited to sending and discussing assessment tasks, following up on progress, giving feedback, and engaging in self and peer assessment. Key issues include the trustworthiness of the assessment process and outputs, limited features of social media platforms, technical support, time commitment between teachers and students, and intersections of social and academic engagements. We discuss the implications of these findings with the critical gaps in the theorisation of using social media for assessment purposes.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Using social media for assessment purposes: Practices and future directions

Alonzo

Wijarwadi

et al. 2023

Front. Psychol.

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“…As Hannigan et al (2022) point out, the peer assessment process requires an evaluative literacy characterized by 45 indicators grouped into 6 dimensions, namely: general knowledge of assessment, development of strategies to engage in assessment, active engagement in assessment, monitoring learning progress, engagement in re ective practice; and disposition in assessment.…”

Section: Peer Assessment Processesmentioning

confidence: 99%

“…A certain amount of evaluative literacy (Hannigan et al, 2022) and feedback (Carless & Boud, 2018) is essential for this understanding and application. Part of the results found could be attributed to a lack of literacy (Yan et al, 2022).…”

Section: Conclusion and Future Implicationsmentioning

confidence: 99%

Analysing the implementation of a didactic sequence based on peer assessment: reflections on the development of evaluative judgement in higher education

García

Bellowa

Gironelli

et al. 2023

Preprint

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Competency-based designs promote the development of knowledge, skills and attitudes that enable professionals to develop adaptive experience, preparing them through learning activities and authentic assessment, for the future acquisition of new content. This requires the development of evaluative judgement, so that the quality of one’s own work processes can be assessed autonomously and with critical judgement. This paper presents the design of an educational experience with students of Galenic Pharmacy (N = 339) during the 2021–2022 academic year, the objective of which, when giving presentations on ways of administering medicines, was not only the learning of content but also the development of competencies. A complex task with iterative deliverables is proposed in which peer assessment is the key to the development of evaluative judgement. The results show the positive effects of peer assessment, the growth of feedback provided from loop to loop and the development of critical judgement. However, engagement with the process has been erratic and the focus of feedback has not been sufficiently centred on content. Improved assessment literacy would probably be necessary both for teachers, in order to be able to establish criteria more aligned with their competencies, and for students to be able to attach greater formative value to these practices and engage with the learning process itself, and thus be able to continue this autonomous and self-regulated learning throughout life.

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Formative Use of Assessment to Foster Self-Regulated Learning: the Alignment of Teachers’ Conceptions and Classroom Assessment Practices

van der Linden,

van der Vleuten,

Nieuwenhuis

et al. 2023

J Form Des Learn

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This study investigates the pivotal role of self-regulated learning in higher education and explores to what extent teachers’ conceptions of formative assessment influence the development of students’ self-regulated learning skills. Despite the recognised significance of self-regulated learning, many students in higher education lack effective self-regulation strategies. Therefore, the teachers’ role is paramount. We investigated teachers’ beliefs and practices concerning assessment and the influence on self-regulated learning development through qualitative interviews with 16 teachers from different programmes. Findings reveal that teachers, influenced by their conceptions, strive to provide feedback primarily at the task and process levels, not adequately addressing the self-regulation level. While teachers acknowledge the importance of fostering self-regulated learning when inquired, their classroom practices lack a focus on the self-regulation level, often assuming students acquired the necessary skills from previous education. The study underscores a misalignment between teachers’ recognition of the importance of self-regulation learning and their actual practices. Recommendations emphasise the necessity of raising awareness among teachers about the important role of feedback in enhancing students’ self-regulation, addressing the current gap in educational support. Future research should explore how to bridge this awareness-practice gap and create an environment conducive to the development of self-regulated learning.

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Student assessment literacy: indicators and domains from the literature

Cited by 5 publications

References 107 publications

Using social media for assessment purposes: Practices and future directions

Using social media for assessment purposes: Practices and future directions

Analysing the implementation of a didactic sequence based on peer assessment: reflections on the development of evaluative judgement in higher education

Formative Use of Assessment to Foster Self-Regulated Learning: the Alignment of Teachers’ Conceptions and Classroom Assessment Practices

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